Nigel A. Marshall
University of Sussex
28 Papers
133 Citations
Nigel A. Marshall is an academic researcher from University of Sussex. The author has contributed to research in topics: Music education & Musical. The author has an hindex of 10, co-authored 27 publications. Previous affiliations of Nigel A. Marshall include University of Roehampton.
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Papers
Developing identities in music education
TL;DR: The notion of musical identities may help us to understand the origins of the problem of secondary school music as mentioned in this paper, which seems to be particularly acute in the English secondary school, and the congruence between the musical identities of pupils and teachers is very likely to influence the success of school music.
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Developing identities and attitudes in musicians and classroom music teachers.
TL;DR: Although participants' views of their own general effectiveness as teachers and as musicians changed very little over the period of the study, their attitudes towards music teaching and perceptions of the skills required showed some changes.
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Exploring the impact of music concerts in promoting well-being in dementia care.
TL;DR: This initial study provided some further indication in terms of the uses of music as a non-pharmacological intervention for those living with all stages of dementia, which included opportunities for assessment of physical abilities as well as facilitating an increasing level of care.
Crossing the humpback bridge: primary–secondary school transition in music education
TL;DR: In this paper, the authors explored the process of transferring from primary to secondary school in music from the perspective of the pupil and found that curriculum continuity in music has not necessarily improved as a result of the introduction of the national curriculum, and that progress in other aspects of the transfer process has been slow or non-existent.
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Instrument, gender and musical style associations in young children
TL;DR: For example, the authors found that prominent gender stereotypes for some instruments do appear to exist in very young children whilst in other instruments, gender associations appear to be also linked to the musical style in which they are represented and possibly the performance context.
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